Relationship between Speech Intelligibility and Speech Comprehension in Babble Noise
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| Title: | Relationship between Speech Intelligibility and Speech Comprehension in Babble Noise |
|---|---|
| Language: | English |
| Authors: | Fontan, Lionel, Tardieu, Julien, Gaillard, Pascal |
| Source: | Journal of Speech, Language, and Hearing Research. Jun 2015 58(3):977-986. |
| Availability: | American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://jslhr.asha.org |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Correlation, Acoustics, Scores, Listening Comprehension, Speech Communication, Statistical Analysis, Transfer of Training, Performance, Language Variation, Linguistic Performance, Predictor Variables |
| DOI: | 10.1044/2015_JSLHR-H-13-0335 |
| ISSN: | 1092-4388 |
| Abstract: | Purpose: The authors investigated the relationship between the intelligibility and comprehension of speech presented in babble noise. Method: Forty participants listened to French imperative sentences (commands for moving objects) in a multitalker babble background for which intensity was experimentally controlled. Participants were instructed to transcribe what they heard and obey the commands in an interactive environment set up for this purpose. The former test provided intelligibility scores and the latter provided comprehension scores. Results: Collected data revealed a globally weak correlation between intelligibility and comprehension scores (r = 0.35, p < 0.001). The discrepancy tended to grow as noise level increased. An analysis of standard deviations showed that variability in comprehension scores increased linearly with noise level, whereas higher variability in intelligibility scores was found for moderate noise level conditions. Conclusion: These results support the hypothesis that intelligibility scores are poor predictors of listeners' comprehension in real communication situations. Intelligibility and comprehension scores appear to provide different insights, the first measure being centered on speech signal transfer and the second on communicative performance. Both theoretical and practical implications for the use of speech intelligibility tests as indicators of speakers' performances are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2015 |
| Accession Number: | EJ1067956 |
| Database: | ERIC |
| Abstract: | Purpose: The authors investigated the relationship between the intelligibility and comprehension of speech presented in babble noise. Method: Forty participants listened to French imperative sentences (commands for moving objects) in a multitalker babble background for which intensity was experimentally controlled. Participants were instructed to transcribe what they heard and obey the commands in an interactive environment set up for this purpose. The former test provided intelligibility scores and the latter provided comprehension scores. Results: Collected data revealed a globally weak correlation between intelligibility and comprehension scores (r = 0.35, p < 0.001). The discrepancy tended to grow as noise level increased. An analysis of standard deviations showed that variability in comprehension scores increased linearly with noise level, whereas higher variability in intelligibility scores was found for moderate noise level conditions. Conclusion: These results support the hypothesis that intelligibility scores are poor predictors of listeners' comprehension in real communication situations. Intelligibility and comprehension scores appear to provide different insights, the first measure being centered on speech signal transfer and the second on communicative performance. Both theoretical and practical implications for the use of speech intelligibility tests as indicators of speakers' performances are discussed. |
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| ISSN: | 1092-4388 |
| DOI: | 10.1044/2015_JSLHR-H-13-0335 |
